Remedial work in High School Mathematics

Teachers of high school mathematics are confronted with the fact that there are more failures in the mathematics of the secondary school than in any other subject in the secondary school curriculum. These failures may be traced to some one of the following factors; (1) the materials of mathematics, consisting of the textbook, practice exercises, and special devices; (2) the teacher's method of instruction and manner of presenting the subject matter to the pupils; or (3) the methods and processes of the pupils themselves. Now that the teachers of mathematics realize that there is a great amount of criticism due the department of mathematics what are they going to do about it? The answer should be the same as the elementary teachers have given to the criticisms which have come to them- give remedial work.

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Sound Off!: Beyond Topics: Benchmarks for Judging a High School Curriculum

Mathematics Teacher ◽

10.5951/mt.104.7.0486 ◽

2011 ◽

Vol 104 (7) ◽

pp. 486-488

Author(s):

Al Cuoco ◽

E. Paul Goldenberg

Keyword(s):

High School ◽

Mathematics Teacher ◽

School Curriculum ◽

School Mathematics ◽

High School Mathematics ◽

High School Curriculum ◽

The Subject

In a recent “Sound Off” in Mathematics Teacher, Robert Reys and Rustin Reys (2009) contrasted two curricular approaches, what they called “subjectbased” and “integrated.” They came down heavily in favor of the latter, arguing that many of the difficulties that students have with high school mathematics are consequences of the subject–based organization.

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Variability and Functionality in High School Mathematics

Mathematics Teacher ◽

10.5951/mt.22.7.0405 ◽

1929 ◽

Vol 22 (7) ◽

pp. 405-412

Author(s):

Laura Blank

Keyword(s):

High School ◽

Secondary School ◽

School Mathematics ◽

High School Mathematics ◽

Great Breadth ◽

General Field ◽

Gradual Development ◽

The Subject ◽

Modes Of Thought

The subject of variation as a topic or possibly phase of mathematics is a very important one in the field of the secondary school. In this day, when so much is made of correlations within the general field of mathematics and with other allied fields of science, the study of variation brings out numerous interesting contacts and inter-relations for the pupil, thus impressing him with the great breadth of application of mathematics. Moreover, gradual development of the idea and use of variation establishes certain modes of thought applicable to matters not wholly mathematical and perhaps only relatively quantitative. The concept of variability or functionality is perhaps sufficiently far-reaching in scope and application, if properly studied and emphasized to serve more than any other idea or agency to tend to correlate or unify mathematics.

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Meaningful Symbols as a Better Preparation For Junior and Senior High School Mathematics

Mathematics Teacher ◽

10.5951/mt.32.4.0169 ◽

1939 ◽

Vol 32 (4) ◽

pp. 169-171

Author(s):

Myrtle Duncan

Keyword(s):

High School ◽

Secondary School ◽

General Education ◽

Secondary Mathematics ◽

School Curriculum ◽

School Level ◽

High School Mathematics ◽

High School Level ◽

Education Association ◽

Secondary School Curriculum

In the tentative report entitled “Mathematics in General Education,” The Commission on the Secondary School Curriculum of the Progressive Education Association emphasizes the importance of teaching symbolism in secondary mathematics and states that it seldom receives enough attention before the student reaches the high school level.

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The junior high school and the secondary school curriculum--Abstract

PsycEXTRA Dataset ◽

10.1037/e597312010-181 ◽

1930 ◽

Author(s):

Philip W. L. Cox

Keyword(s):

High School ◽

Secondary School ◽

Junior High School ◽

Junior High ◽

School Curriculum ◽

Secondary School Curriculum

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A Problem-solving Component for Junior High School Mathematics

The Arithmetic Teacher ◽

10.5951/at.34.2.0014 ◽

1986 ◽

Vol 34 (2) ◽

pp. 14-17

Author(s):

Roger P. Day

Keyword(s):

High School ◽

Problem Solving ◽

Junior High School ◽

Junior High ◽

Eighth Graders ◽

School Curriculum ◽

School Mathematics ◽

High School Mathematics ◽

High School Curriculum ◽

Mind Set

While teaching junior high school mathematics at the Stavanger American School in Norway. I sensed the need to challenge the students' perceptions of mathematics. The seventh and eighth graders seemed most concerned with producing correct answers. They saw little need for questioning, evaluating, checking, and comparing. They simply wanted to be shown “how to do it.” I set out to implement a problem-solving component within the structure of the junior high school curriculum that would alter this. “right-wrong-produce an anwer” mind set. This article reports my experience and sets forth ideas that may work for you.

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Interest of Pupils in High School Mathematics and Factors in Securing It

Mathematics Teacher ◽

10.5951/mt.20.1.0026 ◽

1927 ◽

Vol 20 (1) ◽

pp. 26-38

Author(s):

Alfred Davis

Keyword(s):

High School ◽

Present Status ◽

School Mathematics ◽

High School Mathematics ◽

Single Class ◽

Class A ◽

The Subject

A few years ago attention was attracted to the high percentage of failures among pupils taking high school mathematics. Sometimes as many as 50% or even more would fail in a single class. A little consideration would have convinced the teachers that such a situation must soon attract unfavorable criticism, and that this might be expected from those who were not most favorably disposed towards the subject. At a time when every subject was to be tried and judged, not according to its past achievements, nor according to its future possibilities, but according to present status alone, someone was certain to take a one-eyed view of high school mathematics and condemn it as an unsuitable subject to be required of all high school pupils.

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Sex Differences in Secondary School Mathematics

Mathematics Teacher ◽

10.5951/mt.30.1.0021 ◽

1937 ◽

Vol 30 (1) ◽

pp. 21-22

Author(s):

Harl R. Douglass

Keyword(s):

High School ◽

Sex Differences ◽

Secondary School ◽

Educational Research ◽

American Educational Research Association ◽

School Mathematics ◽

Committee Report ◽

Research Association ◽

High School Mathematics ◽

Reporting Data

In connection with a committee report for the American Educational Research Association the author had occasion to search for and abstract the investigations reporting data relative to the respective achievements of boys and girls in high school mathematics. More studies were located than are reported here. Some of them were of doubtful reliability and a few were not available.

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Modern mathematics and the secondary school curriculum

Mathematics Teacher ◽

10.5951/mt.48.6.0386 ◽

1955 ◽

Vol 48 (6) ◽

pp. 386-393

Author(s):

E. P. Northrop

Keyword(s):

High School ◽

Secondary School ◽

School Curriculum ◽

High School Curriculum ◽

Secondary School Curriculum ◽

Modern Mathematics

This article underlines the current dissatisfaction with the high school curriculum and, at the same lime, offers a few pointers for the next steps to be taken.

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Mathematics in High School and College

Mathematics Teacher ◽

10.5951/mt.38.4.0147 ◽

1945 ◽

Vol 38 (4) ◽

pp. 147-154

Author(s):

Aubrey J. Kempner

Keyword(s):

High School ◽

Secondary School ◽

School Mathematics ◽

High School Mathematics ◽

Mathematics Text

The publication of a high-school mathematics text, Senior Mathematics, by Douglass and Kinney (Henry Holt and Co., 1945) furnishes me an opportunity to express some opinions concerning the relation between mathematics in the secondary school and in the college.

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